Meaning and Impact of Board and Staff Diversity in the Philanthropic Field: Findings from a National Study

The report's premise is that the staffs and boards of philanthropic institutions have not kept pace with the general population in terms of diversity, and that if responsiveness and diversity are linked, then foundations must attend to their internal diversity if they wish to offer a more credible outreach to diverse communities. It seeks to find answers to the following questions: What is the empirical reality that grounds these conjectures? Can we quantify the changes in foundation staffing? How well represented are different identity groups within the field, and how do members of these diverse groups fare in their career advancement? How do different types of foundations address inclusiveness, and what are examples of practices that lead to successful implementation of staff and board diversity? The report is the result of a multi-stage research project that combined surveys, interviews, and focus groups to reach more than 600 grantmakers nationwide

The Prospect of the Russian Language in Georgia. Insights from the Educated Youth

After the collapse of the Soviet Union, the status of the Russian language in the new-born Republics became a central issue. In the Southern Caucasus, all the Constitutions promulgated by the three Republics opted for ethnocentric language policies that accepted the titular language as the only State Language. However, the role of the Russian language as a lingua franca remained crucial for international communication and everyday interaction. It followed that it continued to play an important role also in education. The present study focuses on Georgia, where a strong derussification policy has taken place in the last decades and aims at understanding to what extent the use of Russian among the young generations has contracted. In particular, we present an analysis conducted on data collected via (i) a survey for young people consisting of questions on their sociolinguistic background and a proficiency test in Russian, and (ii) semi-structured interviews for teachers of Russian and English as Foreign Languages on the research topics